Utilizing MTSS for English Learners
Document Type
Poster
Event Website
https://source2022.sched.com/
Start Date
16-5-2022
End Date
16-5-2022
Keywords
MTSS, English Language Learners, Practice
Abstract
This presentation will review current research and best practices in utilizing Multi-Tiered Systems of Support (MTSS) for English Learners (ELs). MTSS is a system for providing screening and early intervention for K-12 in academics and behavior as early as possible (Kuhn & Albers, 2021). Historically, the most prominent model is the wait-to-fail model in which support is only offered after a student falls so far behind it is difficult to make typical progress. As MTSS is implemented, an important question is how to provide culturally responsive practices that meet the needs of English learners (Linan-Thompson et al, 2022). In this presentation, current research on the reliability and validity of academic screening tools for use with English learners will be reviewed. Current practices on how English language and heritage language proficiency is assessed in Washington schools will be presented. In addition, recommendations for best practices for school MTSS teams will also be presented. The importance of multi-disciplinary collaboration will be emphasized. To provide the best services, professionals such as general education teachers, English as a Second Language teachers, speech-language pathologists, special education teachers, school psychologists, and administrators should work together to share ideas and resources for effective assessment and intervention (Goodrich et al, 2022). Overall, this presentation will show the benefits of implementing MTSS and its applicability not only with ELs, but also with all students within school systems facing academic difficulties.
Recommended Citation
Garcia, Nick; Rodriguez, Maritsa; and Serrano, Juan, "Utilizing MTSS for English Learners" (2022). Symposium Of University Research and Creative Expression (SOURCE). 44.
https://digitalcommons.cwu.edu/source/2022/COTS/44
Department/Program
School Psychology
Additional Mentoring Department
Psychology
Additional Mentoring Department
Graduate Studies
Utilizing MTSS for English Learners
This presentation will review current research and best practices in utilizing Multi-Tiered Systems of Support (MTSS) for English Learners (ELs). MTSS is a system for providing screening and early intervention for K-12 in academics and behavior as early as possible (Kuhn & Albers, 2021). Historically, the most prominent model is the wait-to-fail model in which support is only offered after a student falls so far behind it is difficult to make typical progress. As MTSS is implemented, an important question is how to provide culturally responsive practices that meet the needs of English learners (Linan-Thompson et al, 2022). In this presentation, current research on the reliability and validity of academic screening tools for use with English learners will be reviewed. Current practices on how English language and heritage language proficiency is assessed in Washington schools will be presented. In addition, recommendations for best practices for school MTSS teams will also be presented. The importance of multi-disciplinary collaboration will be emphasized. To provide the best services, professionals such as general education teachers, English as a Second Language teachers, speech-language pathologists, special education teachers, school psychologists, and administrators should work together to share ideas and resources for effective assessment and intervention (Goodrich et al, 2022). Overall, this presentation will show the benefits of implementing MTSS and its applicability not only with ELs, but also with all students within school systems facing academic difficulties.
https://digitalcommons.cwu.edu/source/2022/COTS/44
Faculty Mentor(s)
Heath Marrs